dianna “annie” murray-close, ph.d. contact information · dianna “annie” murray-close,...

Dianna Murray-Close –

September 6, 2019

DIANNA “ANNIE” MURRAY-CLOSE, PH.D. Department of Psychological Science

University of Vermont

CONTACT INFORMATION 210A John Dewey Hall Department of Psychological Science University of Vermont Burlington, Vermont 05405 Office Phone: (802) 656-4142 Email: [email protected] EDUCATION 2001-2006 Ph.D., Developmental Psychology, Institute of Child Development

University of Minnesota, Minneapolis, MN Thesis: Gender Differences in the Association between Autonomic Arousal and Aggressive Conduct

Supporting program: Social Psychology and Statistics Advisor: Dr. Nicki Crick

2005 M.A., Developmental Psychology, Institute of Child Development University of Minnesota, Minneapolis, MN

Thesis: The Moral Status of Physical and Relational Aggression in Elementary School Children Advisor: Dr. Nicki Crick

1997-2001 B.A., Psychology, Carleton College, Northfield, MN

Advisor: Dr. Kathie Galotti

PROFESSIONAL EXPERIENCE 2018-present Professor, Psychological Science, University of Vermont 2019-present Interim Director, UVM Center for Teaching and Learning 2015-2019 Director, General/Experimental Psychology Graduate Program, University of

Vermont 2012-2018 Associate Professor, Psychological Science, University of Vermont 2012-2013 Director, Undergraduate Psychology Program, University of Vermont 2007-2012 Assistant Professor, Psychological Science, University of Vermont 2006–2007 Visiting Assistant Professor, Psychology, St. Olaf College Spring, 2006 Visiting Instructor, Psychology, Macalester College

mailto:[email protected]


JOURNAL PUBLICATIONS Sibold, J., Edwards, E., O’Neil, L., Murray-Close, D., & Hudziak, J. (in press). Bullying

context moderates the relationship between exercise and mental health in bullied U.S. children. Journal of School Health.

McQuade, J., D., Murray-Close, D., Breslend, N., Blada, K., Kim, M., & Marsh, N. (2019).

Emotional underarousal and overarousal and engagement in relational aggression: Interactions between relational victimization, physiological reactivity, and emotional sensitivity. Journal of Abnormal Child Psychology, 47(10), 1663–1676.

Breslend, N. L., Shoulberg, E., McQuade, J., & Murray-Close, D. (2018). Social costs for

Wannabes: Moderating effects of popularity and gender on the links between popularity goals and negative peer experiences. Journal of Youth and Adolescence, 47(9), 1894-1906.

Bresland, N. L., Shoulberg, E., Wagner, C., Murray-Close, D., & Holterman, L. A. (2018).

Biosocial interactions between relational victimization and physiological stress reactivity in relation to anxious/depressive symptoms and cognitive biases in female adolescents. Merrill-Palmer Quarterly, 64(1), 41-69.

Kawabata, Y., Tseng, W. L., & Murray-Close, D. (2017). Relational-interdependent self-

construal and gender predicting blood pressure reactivity and recovery from stress in early adolescence. Journal of Research on Adolescence, 27, 782-796.

Murray-Close, D., Holterman, L. A., Breslend, N. L., & Sullivan, A. D. (2017).

Psychophysiology of proactive and reactive relational aggression. Biological Psychology, 130, 77-85.

Nichols, J. Q., Shoulberg, E., Garner, A., Hoza, B., Burt, K. B., Murray-Close, D., & Arnold, L.

E. (2017). Exploration of the factor structure of ADHD in adolescence through self, parent, and teacher reports of symptomatology. Journal of Abnormal Child Psychology, 45, 625-641.

Holterman, L. A., Murray-Close, D., & Breslend, N. L. (2016). Relational victimization and depressive symptoms: The role of autonomic nervous system reactivity in emerging adults. International Journal of Psychophysiology, 110, 119-127. Sibold, J., Edwards, E. M., Murray-Close, D., & Hudziak, J. (2015). Physical activity,

sadness, and suicidality in bullied U.S. adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 54, 808-815.

Pitula, C., Murray-Close, D., Banny, A. M., & Crick, N. R. (2015). Prospective

associations between peer aggression and victimization: The moderating roles of physiological stress reactivity and gender. Social Development, 24, 621-639.


Lafko, N., Murray-Close, D., & Shoulberg, E.K. (2015). Negative peer status and relational victimization in children and adolescents: The role of stress physiology. Journal of Clinical Child and Adolescent Psychology, 44, 405-416.

Foran, J. L., Hutchins, T. L., Prelock, P. A., & Murray-Close. D. (2014). Examining the benefit of including a sibling in story-based interventions with a child with Asperger Syndrome. Contemporary Issues in Communication Science and Disorders, 41, 179-195. Selected for the 2014 Editor’s Award.

McQuade, J., Achufusi, A., Shoulberg, E., & Murray-Close, D. (2014). Biased self-

perceptions of social competence and risk for physical and relational aggression: The moderating role of peer status and gender. Aggressive Behavior, 40, 512-525.

Murray-Close, D., Crick, N. R., Tseng, W. L., Lafko, N., Burrows, C., Pitula, C., & Ralston, P.

(2014). Physiological stress reactivity and physical and relational aggression: The moderating roles of victimization, type of task, and child gender. Development and Psychopathology, 26, 589-603.

Banny, A. M., Tseng, W.-L., Murray-Close, D., Pitula, C., & Crick. N. R. (2014). Borderline

personality features as a predictor of forms and functions of aggression during middle childhood: Examining the roles of gender and physiological reactivity. Development and Psychopathology, 26, 789-804.

Cicchetti, D., & Murray-Close, D. (2014). The legacy of Nicki R. Crick’s contributions to developmental psychopathology. Development and Psychopathology, 26, 557-559. McQuade, J.D., Vaughn, A. J., Hoza, B., Murray-Close, D., Molina, B.S.G., Arnold, L.E., &

Hechtman, L. (2014). Perceived social acceptance and peer status differentially predict adjustment in youth with and without ADHD. Journal of Attention Disorders, 18, 31-43.

Hoza, B., McQuade, J. D., Murray-Close, D., Shoulberg, E., Molina, B. S. G., Arnold, L. E.,

Swanson, J., & Hechtman, L. (2013). Does childhood positive self-perceptual bias mediate adolescent risky behavior in youth from the MTA study? Journal of Consulting and Clinical Psychology, 81, 846-858.

McQuade, J. D., Murray-Close, D., Shoulberg, E., & Hoza, B. (2013). Working memory and social functioning in children. Journal of Experimental Child Psychology, 115, 422-435. Ostrov, J. M., Murray-Close, D., Godleski, S. A., & Hart, E. J. (2013). Prospective

associations between forms and functions of aggression and social and affective processes in early childhood. Journal of Experimental Child Psychology, 116, 19-36.

Murray-Close, D. (2013). Psychophysiology of adolescent peer relations I: Theory and research findings. Journal of Research on Adolescence,23, 236-259. Murray-Close, D. (2013). Psychophysiology of adolescent peer relations II: Recent advances


and future directions. Journal of Research on Adolescence, 23, 260-273. Moore, C. C., Shoulberg, E. K., & Murray-Close, D. (2012). The protective role of teacher preference for at-risk children’s social status. Aggressive Behavior, 38, 481-493. Kawabata, Y., Tseng, W. L., Murray-Close, D., & Crick, N. R. (2012). Developmental

trajectories of Chinese children’s relational and physical aggression: Associations with social-psychological adjustment problems. Journal of Abnormal Child Psychology, 40, 1087-1097.

Murray-Close, D., Holland, A. S., & Roisman, G. I. (2012). Autonomic arousal and

relational aggression in heterosexual dating couples. Personal Relationships, 19, 203-218.

Hoza, B., Vaughn, A., Waschbusch, D. A., Murray-Close, D., & McCabe, G. (2012). Can

children with ADHD be motivated to reduce bias in self-reports of competence? Journal of Consulting and Clinical Psychology, 80, 245-254.

Murray-Close, D., & Rellini, A. H. (2012). Physiological reactivity to relational stress and

proactive and reactive relational aggression among women with and without a history of sexual abuse. Biological Psychology, 89, 54-62.

Mathieson, L. C., Murray-Close, D., Crick, N. R., Woods, K. E., Zimmer-Gembeck, M.,

Geiger, T. C., & Morales, J. (2011). Hostile intent attributions and relational aggression: The moderating roles of emotional sensitivity, gender, and victimization. Journal of Abnormal Child Psychology, 39, 977-987.

Shoulberg, E. K., Sijtsema, J. J., & Murray-Close, D. (2011). The association between

valuing popularity and relational aggression: The moderating effects of actual popularity and physiological reactivity to exclusion. Journal of Experimental Child Psychology, 110, 20-37.

Sijtsema, J. J., Shoulberg, E. K., & Murray-Close, D. (2011). Physiological reactivity

and different forms of aggression in girls: Moderating roles of peer rejection and rejection sensitivity. Biological Psychology, 86, 181-192.

Murray-Close, D. (2011). Autonomic arousal and romantic relational aggression

among female emerging adults: Moderating roles of social and cognitive risk. International Journal of Psychophysiology, 80, 28-35.

McQuade, J., Hoza, B., Waschbusch, D. A., Murray-Close, D., & Owens, J. S. (2011).

Changes in self-perceptions in children with ADHD: A longitudinal study of depressive symptoms and attributional style. Behavior Therapy, 42, 170-182.

Murray-Close, D., Hoza, B., Hinshaw, S. P., Arnold, L. E., Swanson, J., Jensen, P. S.,


Hechtman, L., Wells, K., & the MTA Cooperative Group. (2010). Developmental processes in peer problems of children with ADHD in the MTA study: Developmental cascades and vicious cycles. Development and Psychopathology, 22, 785-802.

Murray-Close, D., Ostrov, J. M., Nelson, D. A., Crick, N. R., & Coccaro, E. F. (2010).

Proactive, reactive, and romantic relational aggression in adulthood: Measurement, predictive validity, gender differences, and association with Intermittent Explosive Disorder. Journal of Psychiatric Research, 44, 393-404.

Hoza, B., Murray-Close, D., Arnold, L. E., Hinshaw, S. P., Hechtman, L., & the MTA

Cooperative Group. (2010). Time-dependent changes in positively biased self-perceptions of children with ADHD: A developmental psychopathology perspective. Development and Psychopathology, 22, 375-390.

Murray-Close, D., & Ostrov, J. M. (2009). A longitudinal study of forms and functions of

aggressive behavior in early childhood. Child Development, 80, 828-842. Cullerton-Sen, C., Cassidy, A. R., Murray-Close, D., Cicchetti, D., Crick, N. R., & Rogosch, F.

A. (2008). Childhood maltreatment and the development of relational and physical aggression: The importance of a gender-informed approach. Child Development, 79, 1736-1751. One of the top 10 Society for Research in Child Development downloaded articles in 2009.

Murray-Close, D., Han, G., Cicchetti, D., Crick. N. R., & Rogosch, F. A. (2008).

Neuroendocrine regulation and physical and relational aggression: The moderating roles of child maltreatment and gender. Developmental Psychology, 44, 1160-1176.

Murray-Close, D., & Crick, N. R. (2007). Gender differences in the association between

cardiovascular reactivity and aggressive conduct. International Journal of Psychophysiology, 65, 103-113.

Murray-Close, D., Ostrov, J. M., & Crick, N. R. (2007). A short-term longitudinal study of

growth of relational aggression during middle childhood: Associations with gender, friendship intimacy, and internalizing problems. Development and Psychopathology, 19, 187-203. Reprinted In: Killen, M., & Coplan, R. (Eds). (2011). Social Development in Childhood and Adolescence: A Contemporary Reader. Wiley-Blackwell.

Murray-Close, D., & Crick, N. R. (2006). Mutual antipathy involvement: Gender and associations with aggression and victimization. School Psychology Review, 35, 472-492. Murray-Close, D., Crick, N. R., & Galotti, K. M. (2006). Children's moral reasoning regarding physical and relational aggression. Social Development, 15, 345-372. Crick, N. R., Murray-Close, D., & Woods, K. (2005). Toward a model of borderline personality in childhood: A developmental psychopathology approach. Development


and Psychopathology, 17, 1051–1070. CHAPTERS Murray-Close, D., Breslend, N. L., & Holterman, L. A. (2018). Psychophysiology indicators of relational aggression. In S. Coyne & J. M. Ostrov (Eds.), The Development of Relational Aggression (pp. 127-151). New York: Oxford University Press. Murray-Close, D., Nelson. D. A., Ostrov, J. M., Casas, J. F., & Crick. N. R. (2016).

Relational aggression: A developmental psychopathology perspective. In D. Cicchetti (Ed.), Handbook of Developmental Psychopathology, 3rd Edition (Vol. 4) (pp. 660-722). New Jersey: Wiley.

Murray-Close, D. (2009). Relational aggression. In Harry T. Reis & Susan Sprecher (Eds.), Encyclopedia of Human Relationships. Thousand Oaks, CA: Sage. Crick, N. R., Murray-Close, D, Marks, P. E. L., & Mohajeri-Nelson, N. (2009). Aggression and

peer relationships in middle childhood and early adolescence. In K. H. Rubin, W. Bukowski, & B. Laursen (Eds.), The Handbook of Peer Interactions, Relationships, and Groups (pp. 287-302). New York: Guilford.

Crick, N. R., Woods, K. E., Murray-Close, D., & Han, G. (2007). The development of

borderline personality disorder: Current progress and future directions. In A. Freeman & M. Reinecke (Eds.), Personality Disorders in Children and Adolescents (pp. 341-384). New Jersey: Wiley Press.

FUNDED GRANTS 1 R01 HD095832-01A1 NIH/NICHD Title: Peer and Family Adversity, Neuroendocrine Regulation, and School Readiness across the

Transition to Kindergarten () Role: PI (Multiple PI Project, Jamie M. Ostrov, PI) 4/19-3/24 Total Direct Costs: $1,715,504 National Science Foundation Title: The Development of Forms and Functions of Aggression during Early Childhood Role: Co-PI (Jamie M. Ostrov, PI) 2/15-1/19 Total Costs: $550,000 National Institute on Drug Abuse Title: Developmental Pathways of Violence and Substance Use in a High Risk Sample Role: Consultant (R. Eiden & A. Nickerson, PIs)


3/15-2/20 Total Costs: $3.4 million Research Grant, The College of Arts and Sciences Faculty Research Support Awards Title: Peer Victimization and Physiological Stress Reactivity: Implications for Physical Health in

Males and Females Role: PI 6/13-5/16 Direct Costs: $9,661 Research Grant, Child and Adolescent Psychology Training and Research, Inc. Title: The Impact of Parental Stress Physiology on Social Adjustment in Youth with ADHD Role: Co-PI (Nicole Lafko, & Erin Shoulberg, Co-PIs) 12/12-11/13 Direct Costs: $6,400 Research Grant, Child and Adolescent Psychology Training and Research, Inc. Title: Popularity Goals, Popularity Norms, and Actual Popularity: Associations with Trajectories

of Academic Adjustment across Early Adolescence Role: Co-PI (Erin Shoulberg, PI) 4/10-9/13 Direct Costs: $6,400 National Science Foundation Title: Autonomic Nervous System Activity and Relational Aggression Role: Co-PI (Nicki R. Crick, Co-PI) 9/08-8/12 Total Costs: $599,968 Research Grant, Child and Adolescent Psychology Training and Research, Inc. Title: Autonomic Reactivity to Relational Provocation and Aggression Role: PI 11/07-10/09 Direct Costs: $6,285 Travel Grant, McNeil Prevention and Intervention Award Title: Third Research Conference on Relational Aggression Role: PI 3/08 Direct Costs: $1,000 Institute of Child Development Small Grants Award Title: Aggression, Physiology, and Emotion Role: PI 10/04-9/05 Direct Costs: $500


HONORS AND AWARDS University of Vermont Kroepsch-Maurice Excellence in Teaching Award, 2019 University of Vermont Alumni Association George V. Kidder Outstanding Faculty Award,

2018 University of Vermont College and Arts and Science Dean’s Lecture Award, 2016 NIMH Predoctoral Trainee, 2004 – 2006 Phi Kappa Phi, University of Minnesota, 2003 Eva O. Miller Fellowship, 2002-2003 Graduate Fellowship, University of Minnesota, 2001-2002 Minnesota Patterson Award in Psychology Nominee, 2001 Distinction in the Psychology Major, Carleton College, 2001 Distinction on Senior Comprehensive Project, Carleton College, 2001 Phi Beta Kappa, Carleton College, 2001 Sigma Xi, Carleton College, 2001 Magna cum Laude, Carleton College, 2001 UROP Research Experiences for Undergraduates Fellow, University of Minnesota, 2000 Dean’s List, Carleton College, 1997-2001 CONFERENCE PRESENTATIONS Invited Keynote Address Psychophysiology of Peer Relationships (2012). Invited Keynote Address to the Peer Preconference at the Society for Research on Adolescence, Vancouver, Canada. Chaired Symposiums. The interactive role of sympathetic and parasympathetic nervous system activity in adolescent

adjustment and behavior (2018). Symposium presentation at the Society for Research on Adolescence, Minneapolis, MN.

Autonomic reactivity to stress and forms and functions of aggression: Moderating factors across

development (2013). Symposium presentation at the Society for Research in Child Development, Seattle, WA.

Relational aggression and school adjustment: Developmental processes and moderating factors

(2011). Symposium presentation at the Society for Research in Child Development, Montreal, Canada.

Paper Presentations Murray-Close, D., Breslend, N. L., & Sullivan, A. D. (2018). Does relational victimization "get


under the skin"? Associations between relational victimization and autonomic stress system reactivity. Paper presented at the Relational Aggression Conference, Philadelphia, PA.

Ostrov, J., Murray-Close, D., Blakely-McClure, S. J., Perry, K. J., Mutignani, L., Probstm S., Kesselring, S. A., & Breslend, N. L. (2018). The development of forms and functions of aggression: Preliminary findings from the PEERS project. Paper presented at the Relational Aggression Conference, Philadelphia, PA.

Murray-Close, D., Breslend, N., & Sullivan, A. (2018). Physiological stress system interactions distinguish shyness from unsociability in preadolescents. Paper presented at the Society for Research on Adolescence Conference, Minneapolis, MN.

Murray-Close, D., Breslend, N., & Sullivan, A. (2018). Relational victimization across contexts

predicts disordered eating: Moderation by physiological stress reactivity and gender. Paper presented at the Society for Research on Adolescence Conference, Minneapolis, MN.

Holterman, L. A., & Murray-Close, D. (2017). Relational victimization and depressive

symptoms: The role of autonomic nervous system reactivity in emerging adults. Paper presented at the Society for Research in Child Development, Austin, TX.

Murray-Close, D. (2016). Stress physiology and functions of relational aggression. Paper presented at the Relational Aggression Conference, Washington, DC. Murray-Close, D. (2013). Psychophysiological processes in the development of relational

aggression. Paper presented at the Society for Research in Child Development, Seattle, WA.

Murray-Close, D., Crick, N., Tseng, W-L., Lafko, N., Burrows, C., & Pitula, C. (2013).

Autonomic reactivity to stress and physical and relational aggression: The moderating roles of victimization, type of task, and child gender. Paper presented at the Society for Research in Child Development, Seattle, WA.

Lafko, N., Shoulberg, E. K., & Murray-Close, D. (2013). Physiological reactivity predicting

relational aggression: The moderating roles of gender and functions of aggression. Paper presented at the Society for Research in Child Development, Seattle, WA.

Pitula, C., Murray-Close, D., Tseng, W-L., Banny, A. M., & Crick, N. (2013). Longitudinal

associations between hostile attribution bias and peer victimization: The moderating roles of autonomic reactivity to stress and gender. Paper presented at the Society for Research in Child Development, Seattle, WA.

Shoulberg, E. K., Lafko, N., Wagner, C., & Murray-Close, D. (2013). Associations among


relational victimization, hostile attribution bias, and conflict resolution skills: The moderating role of physiological reactivity to social stress. Paper presented at the Society for Research in Child Development, Seattle, WA.

Shoulberg, E. K., Luckner, A., Murray-Close, D., Cullerton-Sen, C., & Crick, N. R. (2011).

A longitudinal study of gender differences in the associations between forms of aggression and academic effort in middle childhood. Paper presentation at the Society for Research in Child Development, Montreal, Canada.

Ostrov, J. M., Murray-Close, D., Godleski, S. A., & Hart, E. J. (2011). Forms and

functions of aggression and adjustment in early childhood: A short-term longitudinal study. Paper presentation at the Society for Research in Child Development, Montreal, Canada.

Murray-Close, D., & Rellini, A. H. (2010). Blunted physiological reactivity predicts relational aggression in women with a history of sexual abuse. Paper presentation at the Society for Research on Adolescence, Philadelphia, PA.

Murray-Close, D. (2009). Autonomic reactivity to exclusion and relational aggression. Paper presentation at the Society for Research in Child Development, Denver, Colorado. Murray-Close, D., Han. G., Cicchetti, D., Crick, N. R., & Rogosch, F. A. (2008). Neuroendocrine regulation and physical and relational aggression: The moderating role

of child maltreatment. Paper presentation at the Society for Research on Adolescence, Chicago, IL.

Cullerton-Sen, C., Luckner, A., Murray-Close, D., & Crick, N. R. (2008). Relational and

physical aggression predict school disengagement: A process-oriented approach. Paper presentation at the National Association of School Psychologists, New Orleans, LA.

Crick, N. R., & Murray-Close, D. (2006). Relational aggression: Boys will be boys, but what

about girls? Paper presentation given at the Symposium on Ostracism, Belonging, and Social Conflict, International Society for Research on Aggression, Minneapolis, MN.

Crick, N. R., Murray-Close, D., & Woods, K. (2004). The role of hostile intent attribution, peer

victimization, and gender in predicting future physical and relational aggression. Paper presentation at the Society for Research on Adolescence, Baltimore, MD.

Poster Presentations Sullivan, A., Murray-Close, D., & Schermerhorn, A. (2018). Emotion recognition biases in

relationally and physically victimized children: The moderating role of gender. Poster presented at the Society for Research on Adolescence Conference, Minneapolis, MN.

Webb, R., Sullivan, A., & Murray-Close, D. (2018). Relational victimization and rejection


sensitivity: The moderating role of friendship quality. Poster presented at the Society for Research on Adolescence Conference, Minneapolis, MN.

Mutignani, L., Ostrov, J. M., & Murray-Close, D. (2017). Physiological reactivity and prosocial

behavior during early childhood. Poster presented at the Society for Research in Child Development, Austin, TX.

Kurmin, M., Lafko, N., & Murray-Close, D. (2015). Academic importance predicting heart rate

reactivity to academic situations: The moderating role of hostile attribution biases. Poster presented at the Society for Research in Child Development, Philadelphia, PA.

Haydon, K. C., Bancroft, E., & Murray-Close, D. (2015). Direct and independent effects of

early parenting quality and executive functioning on Grade 6 social competence. Poster presented at the Society for Research in Child Development, Philadelphia, PA.

Hetherington, C., Pitula, C., Banny, A., Gower, A. L., Hoemberg, K., Crick, N. R., & Murray-

Close, D. (2015). Coping in real time: Social problem solving, stress reactivity & peer victimization in middle childhood. Poster presented at the Society for Research in Child Development, Philadelphia, PA.

Holterman, L. A., Kurmin, M., Lafko, N., & Murray-Close, D. (2015) Our parents always told

us to play nice: The relationship between social control strategies and physiological reactivity. Poster presented at the Society for Research in Child Development, Philadelphia, PA.

Holterman, L. A., Sullivan, A., Lafko, N., & Murray-Close, D. (2015). The relationship

between popularity goals and depression, moderated by physiological reactivity and gender. Poster presented at the Society for Research in Child Development, Philadelphia, PA.

Lafko, N., Murray-Close, D., & Holterman, L. A. (2015). Victimization predicting

physiological reactivity: The moderating role of gender. Poster presented at the Society for Research in Child Development, Philadelphia, PA.

Pitula, C., Hetherington, C., Banny, A., Gower, A. L., Hoemberg, K., Ewart, C. K., Crick, N. R.,

& Murray-Close, D. (2015). He said, she said: Children’s experiences of physical and relational victimization in the Social Competence Interview. Poster presented at the Society for Research in Child Development, Philadelphia, PA.

Hoemberg, K., Tseng, W.-L., Murray-Close, D., & Crick, N. R. (2014). Physiological stress

reactivity and depressive symptoms in early adolescence. Poster presented at the Society for Research on Adolescence Conference, Austin, TX.

McQuade, J., Achufusi, A. K., Murray-Close, D., & Shoulberg, E. K. (2013). Biased


perceptions of competence and aggressive behaviors: The dangers of overestimating and underestimating social acceptance. Poster presented at the Association for Cognitive and Behavioral Therapies Annual Convention, Nashville, TN.

Shoulberg, E. K., McQuade, J., Lafko, N., & Murray-Close, D. (2013). The social costs of

being a wannabe: Moderating effects of gender and popularity on the association between popularity goals and forms of victimization. Poster presented at the Society for Research in Child Development, Seattle, WA.

Lafko, N., Shoulberg, E. K., & Murray-Close, D. (2013). Depressive symptoms in female

adolescents: Associations with physiological reactivity to social stress and relational victimization. Poster presented at the Society for Research in Child Development, Seattle, WA.

McQuade, J., Murray-Close, D., Shoulberg, E. K., & Hoza, B. (2013). Working memory and

social functioning in children. Poster presented at the Society for Research in Child Development, Seattle, WA.

Lafferty, K., Lafko, N., & Murray-Close, D. (2012). The association between the need to

belong and relational aggression: The moderating role of rejection. Poster presented at the 2012 Society for Research on Adolescence Conference, Vancouver, Canada.

Lafko, N., & Murray-Close, D. (2012). Proactive and reactive functions of relational

aggression and internalizing symptoms: Peer mechanisms of influence. Poster presented at the 2012 Society for Research on Adolescence Conference, Vancouver, Canada.

Brady, A. E., Law, J. T., Shoulberg, E. K., & Murray-Close, D. (2012). Links between

reactions to academic situations and depression: The moderating roles of gender and physiological reactivity to academic stress. Poster presented at the 2012 Society for Research on Adolescence Conference, Vancouver, Canada.

Shoulberg, E. K., Mazzulla, E., & Murray-Close, D. (2012). Social and physiological

moderators of the association between popularity goals and functions of relational aggression. Poster presented at the 2012 Society for Research on Adolescence Conference, Vancouver, Canada.

Lafferty, K., & Murray-Close, D. (2011). The association between the need to belong and

relational aggression: The moderating role of rejection. Poster presented at SACNAS National Conference, San Jose, CA.

Shoulberg, E. K., Sijtsema, J. J., & Murray-Close, D. (2011). Is valuing popularity

risky?: Social and physiological moderators of the association between the importance of popularity and relational aggression. Poster presentation at the Society for Research in Child Development, Montreal, Canada.

Donovan, E., & Murray-Close, D. (2011). Hot or not?: Factors associated with the


acceptance of female sexual aggression in emerging adulthood. Poster presentation at the Society for Research in Child Development, Montreal, Canada.

Moore, C. C., Brady, A. E., & Murray-Close, D. (2011). Physical and relational

aggression and peer status: Moderating roles of teacher dislike and gender. Poster presentation at the Society for Research in Child Development, Montreal, Canada.

Rellini, A. H., & Murray-Close, D. (2010). Changes in androgen levels during the menstrual

cycle and orgasm functioning in women. Poster Presentation at the 14th World Meeting of the International Society for Sexual Medicine, Seoul, Korea. Winner of Best Poster Prize.

McQuade, J. D., Vaughn, A.J., Hoza, B., Murray-Close, D., & The MTA Cooperative Group

(2010). Perceived social competence and peer status differentially predict adjustment in youth with and without ADHD. Poster presentation at the 44th Association for Behavioral and Cognitive Therapies Annual Convention, San Francisco, CA.

McQuade, J. D., Hoza, B., Murray-Close, D. Molina, B.S.G., & The MTA Cooperative Group

(2010). Childhood bias in self-perceptions predicts later risky behaviors in ADHD. Poster presentation at the 44th Association for Behavioral and Cognitive Therapies Annual Convention, San Francisco, CA.

Shoulberg, E. K., McQuade, J. D., & Murray-Close, D. (2010). "Do you really want to hurt

me?": The links between valuing social status and behavior in peer relationships. Poster presentation at the Society for Research on Adolescence, Philadelphia, PA.

Donovan, E., McQuade, J., Shoulberg, E. K., & Murray-Close, D. (2010). The relation between self-perceptions of social competence and behavior in peer relationships: Does

social status matter? Poster presentation at the Society for Research on Adolescence, Philadelphia, PA.

Murray-Close, D., & Woods, K. (2009). Resting heart rate predicts prosocial and physically aggressive behavior in middle childhood. Poster presentation at the Society for Research in Child Development, Denver, Colorado. Murray-Close, D., Cullerton-Sen, C. L., Geiger, T., & Crick. N. R. (2008). Strategies for coping with victimization: What leads to increases in victimization over time among early adolescents? Poster presentation at the Society for Research on Adolescence, Chicago, IL. Cassidy, A. R., Cullerton-Sen, C., Cicchetti, D., Crick, N. R., Rogosch, F. A., Murray-Close,

D., & Han, H. P. G. (2007). Maltreatment, emotion dysregulation, and relational aggression. Poster presentation at the Society for Research in Child Development, Boston, MA.

Murray-Close, D. (2006). Low resting autonomic arousal and autonomic reactivity predict


relational aggression in early adolescent girls. Poster presentation at the Society for Research on Adolescence, San Francisco, CA.

Murray-Close, D., Ostrov, J., & Crick, N. R. (2005). Relational aggression trajectories among

elementary school children: Gender differences and associations with adjustment. Poster presentation at the Society for Research in Child Development, Atlanta, GA.

Woods, K., Murray-Close, D., & Crick, N. R. (2005). Assessing Borderline features in

childhood. Poster presentation at the Society for Research in Child Development, Atlanta, GA.

Murray-Close, D., Ostrov, J., & Woods, K. (2004). Growth in relational aggression across early

adolescence. Poster presentation at the Society for Research on Adolescence, Baltimore, MD.

Murray-Close, D. (2003). Beyond the peer group: The role of mutual antipathies in predicting

aggression and victimization. Poster presentation at the Society for Research in Child Development, Tampa, FL.

Lutsky, N., & Murray-Close, D. (2001). Dispositional happiness predicts predicted helping.

Poster presentation at the American Psychological Society Annual Convention, Toronto, Ontario.

Murray-Close, D. (2001). Perceptions of parents’ beliefs about aggression and physically and

relationally aggressive behavior in children. Poster presentation at the Society for Research in Child Development, Minneapolis, MN.

PROFESSIONAL ACTIVITIES

Review Experience

• Ad-hoc reviewer for National Science Foundation’s Developmental and Learning Sciences (DLS) program (2018)

• Ad-hoc reviewer for National Science Foundation's Developmental and Learning Sciences (DLS) Program, Faculty Early Career Development Award (2016)

• Invited Guest Editor (2014): Development and Psychopathology, 26, special issue dedicated to the legacy of Dr. Nicki Crick.

• Editorial Board: Development and Psychopathology (2011-present); Developmental Psychology (2016-present); Child Development (2009-2017); Journal of Research on Adolescence (2012-2015)

• Ad-hoc Journal Reviewer: Aggressive Behavior, American Journal of Media Psychology, Annals of Behavioral Medicine, Biological Psychology, Cognitive Therapy & Research, International Journal of Behavioral Development, Journal of Abnormal Child Psychology, Journal of Abnormal Psychology, Journal of Adolescence, Journal of Applied Developmental Psychology, Journal of Child Psychology and Psychiatry; Journal of Clinical Child &


Adolescent Psychology, Journal of Consulting and Clinical Psychology, Journal of Experimental Child Psychology, Journal of Pediatric Psychology, Merrill-Palmer Quarterly, Psychological Bulletin, Psychological Science, Psychoneuroendocrinology, Psychopathology and Behavioral Assessment, School Psychology Review, Social Development

• Reviewer for 2018 SRA poster and symposium proposals, Panel 15 (Peer Relations) • Reviewer for 2013 SRCD poster and symposium proposals, Panel 23 (Childhood

Relationships: Friends and Peer-Group Functioning) • Reviewer for 2011 SRCD poster and symposium proposals, Panel 23 (Childhood

Relationships: Peer-Group Functioning) • Reviewer for 2009 SRCD poster and symposium proposals, Panel 20 (Childhood

Relationships: Friends, Siblings, Dyadic Processes) • Ad-hoc Reviewer: 2007 SRCD poster and symposium proposals • Internal Grant Reviewer: Sam Houston State University

Professional Society Memberships

• American Psychological Association (APA)

o Division 2: Teaching of Psychology • Association for Psychological Science (APS)

o Teaching of Psychology • Society for Research in Child Development (SRCD) • Society for Research on Adolescence (SRA)

Professional Training

• Center for Research on Families Methodology Program, UMass-Amherst, Stress Biomarkers: Why, What, Where, and How, Summer, 2019

• Center for Teaching and Learning Faculty Discussion Group, Z. Nicollazo’s Trans* in College: Transgender Students' Strategies for Navigating Campus Life and the Institutional Politics of Inclusion, Spring, 2019

• Center for Teaching and Learning Faculty Discussion Group, James L. Lang’s Small Teaching, Fall, 2017

• Writing in the Disciplines Institute, Spring, 2011 • Trained on CardioEdit for manual editing of interbeat interval data to assess respiratory sinus

arrhythmia, Chicago, IL, Fall, 2009 • Trained on administration of the Social Competence Interview, Syracuse, NY, Summer, 2004 • Attended Summer Institute

o Structural Equation Modeling: Foundations and Extended Applications, Lawrence, Kansas, Summer, 2004

o Advanced Topics in Structural Equation Modeling, Minneapolis, MN, Summer, 2005 • Preparing Future Faculty Certificate, University of Minnesota, 2005 DEPARTMENT, COLLEGE, AND UNIVERSITY SERVICE ACTIVITIES • Interim Director, Center for Teaching and Learning, August, 2019-present


• President, Child and Adolescent Psychology Training and Research, Inc., 2018-present • College of Arts and Sciences Core Curriculum Committee, 2018-present • Director, General/Experimental Psychology Graduate Program, 2015-2019 • UVM Center for Teaching and Learning STEM Faculty Associate, 2017-2019 • Member, Budget and Personnel Committee, Psychological Science, 2012-2013; 2015-2019 • Chair, Graduate Teaching Committee, Psychological Science, 2017-2018 • Member of the Child and Adolescent Psychology Training and Research, Inc. Review

Committee for grant applications, 2012-2018 • Chair, Graduate Teaching Task Force, Psychological Science, 2016-2017 • Cluster Speaker Coordinator, 2015 • Reviewer for the UVM REACH Grant Submissions, 2013 • Coordinator of Undergraduate Peer Advising Program, 2013-2014 • Director, Undergraduate Psychology Program, 2012-2013 • Chair, Undergraduate Curriculum Committee, Psychology Department, University of

Vermont, 2012-2013 • Developmental Search Committee Chair, 2011-2012 • Faculty Senate, University of Vermont, 2008-2013 • UVM Dean of the Medical School Comprehensive Review Committee, 2010-2011 • Undergraduate Curriculum Committee, Psychology Department, University of Vermont,

2009-2011 • Undergraduate Core Course Steering Committee, Psychology Department, University of

Vermont, 2009-2010 • General/Experimental Prospective Graduate Student Visit Day Coordinator, Department of

Psychology, University of Vermont, 2008-2011 • Visiting Developmental/Social Search Committee Member, 2010 • Developmental Search Committee Member, 2009-2010 • Website Committee, Department of Psychology, University of Vermont, 2007-2009 • McNeil Prevention and Intervention Speaker Visit Coordinator, Department of Psychology,

spring, 2008 • Grievance Committee, Institute of Child Development, University of Minnesota, 2003-2006 • Small Grants Committee, Institute of Child Development, University of Minnesota, 2002-

2003, 2005-2006 • Flo Library Committee, Institute of Child Development, University of Minnesota, 2001-2003 • Carleton College Psychology Department, Student Departmental Advisor, 2000-2001 TEACHING EXPERIENCE Graduate

• Teaching of Psychology • Cross-Cultural Clinical Intervention and Research • History of Psychology • Social Development • Developmental Proseminar


• Gender Undergraduate

• Psychology of Gender • Developmental Psychology • Research Methods • Children and Technology • Social and Personality Development • Development and Interpersonal Relationships

SUPERVISION EXPERIENCE Mentored Grants, Awards, and Fellowships Undergraduate Student Awards • Student: Emily Young (Summer, 2019)

o UVM Summer Undergraduate Research Fellowships o Fellowship: $4000 o Title: Is Your Child Even Listening to You?: Relationship between Socialization of

Coping and Coping Behavior, Moderated by Stress Reactivity o Role: Project Advisor

• Student: Emily Kunsman (Summer, 2018) o Psychological Science Seelig Fellowship o Scholarship: $3000 plus $500 research costs o Title: Rejection Sensitivity and Problem Eating Behaviors: The Moderating Effects of

Emotion Dysregulation o Role: Project Advisor

• Student: Rebecca Wittlin (Summer, 2018) o Psychological Science Seelig Fellowship o Scholarship: $3000 plus $500 research costs o Title: Perceptions of Peer Eating and Disordered Eating Behaviors o Role: Project Advisor

• Student: Rachel Webb (Summer, 2017) o Psychological Science Seelig Fellowship o Scholarship: $3000 plus $500 research costs o Title: Friendship Quality in Relationally and Physically Victimized Children: The

Mediating Effects of Rejection Sensitivity o Role: Project Advisor

• Student: Anne Mientka (Summer, 2014) o UVM Summer Research Intern Award o Scholarship: $3,500 plus $1,500 research costs o Title: Victimization predicting aggression: Does the association depend on

socialization of coping and adolescent gender? o Role: Project Advisor

• Student: Alexandra Sullivan (Summer, 2013) o UVM Summer Research Intern Award o Scholarship: $3,500 plus $1,500 research costs


o Title: It’s Not Hot to Be Cool: Social Status Goals and their Relationship to Depressive Symptoms

o Role: Project Advisor • Student: Nicole Lafko (Summer, 2011)

o UVM Summer Research Intern Award o Scholarship: $3,500 plus $1,500 research costs o Title: Relational aggression and internalizing problems: Functions and mechanisms. o Role: Project Advisor

• Student: Kristina Lafferty (Summer, 2011) o UVM McNair Scholar o Scholarship: $2,800 plus $1,350 research costs o Title: The need to belong and relational aggression in adolescent girls. o Role: Project Advisor

• Student: Christina C. Moore (2010-2011) o Jeffords Scholarship o Scholarship: $11,236 plus $5,000 research costs o Title: The protective role of teacher perceptions for at risk children. o Role: Project Advisor

o Student: Anne E. Brady (Summer, 2010) o UVM Summer Research Intern Award o Scholarship: $3,500 plus $1,500 research costs o Title: Child narcissism and forms and functions of aggressive behavior. o Role: Project Advisor

Graduate Student Awards o Student: Maria Lent (2019).

o Summer Fellowship, Child and Adolescent Psychology Training and Research, Inc. o Fellowship Award: $7,435 o Title: Does Emotional Overarousal Interrupt Social Information Processing?

A New Look at an Old Model o Role: Advisor

o Student: Alexandra Sullivan (2017). o Travel Grant, Child and Adolescent Psychology Training and Research, Inc. o Grant: $1,945 in travel costs o Title: The Role of Peer Victimization Experiences in Emotion Recognition Biases:

Multilevel Modeling Training o Role: Advisor

o Student: Leigh Ann Holterman (2017). o UVM Ronald G. Suiter Prize o Grant: $1,000 in travel costs o Role: Advisor

o Student: Alexandra Sullivan (2016). o APAGS/Psi Chi Junior Scientist Fellowship o Grant: $1,000 in research costs o Role: Advisor

o Student: Alexandra Sullivan (2016-2017).


o Research Fellowship, Child and Adolescent Psychology Training and Research, Inc. o Fellowship award: $9,375 stipend o Title: The Role of Peer Victimization Experiences in Emotion Recognition Biases o Role: Project Co-Advisor (Dr. Alice Schermerhorn, Co-Advisor)

o Student: Leigh Ann Holterman (2015-2017). o Research Grant, Child and Adolescent Psychology Training and Research, Inc. o Grant: $7,062 o Title: Resource Control Behaviors and Physiological Stress Reactivity: The

Trajectories of Health Outcomes in School-Age Children o Role: Project Advisor

o Student: Leigh Ann Holterman (2016). o Training Grant, Child and Adolescent Psychology Training and Research, Inc. o Grant: $3,245 o Title: Proposal to Study Program Evaluation and Cost-Benefit Analyses o Role: Project Advisor

o Student: Nicole Lafko (2016). o Psychological Science Department Grant Award o Grant: $1,950 o Title: Relational, Indirect, and Social Aggression: Measure Development for

Emerging Adults o Role: Project Advisor

o Student: Nicole Lafko (2014-2015). o University of Vermont Graduate Teaching Assistant of the Year o Awarded for Nicole’s outstanding mentorship and teaching of students in the

Psychology Department, including several undergraduate students in my lab. o Role: Advisor

o Student: Leigh Ann Holterman (2014-2017) o NSF Graduate Research Fellowship o Title: Health Outcomes as a Function of Social Control Style in Middle Schoolers o Role: Project Advisor

o Student: Julia McQuade (2010-2011). o University of Vermont Graduate Teaching Assistant of the Year o Awarded for Julia’s outstanding mentorship and teaching of students in the

Psychology Department, including several undergraduate students in my lab. o Role: Co-Advisor

o Student: Erin Shoulberg (2009-2010). o Jeffords Fellowship o Fellowship: $17,470 plus $5,000 research costs o Title: The contextual nature of perceived popularity goals: Associations with math

engagement and achievement during the transition to adolescence. o Role: Project Advisor

o Student: Julia McQuade (2009). o Child and Adolescent Psychology Training Research Grant o Direct Costs: $3,066


o Title: Cognitive mechanisms of social competence in school-age children: An examination of working memory, social information processing, and ADHD symptoms.

o Role: Project Advisor o Student: Erin Shoulberg (2008).

o Child and Adolescent Psychology Training Research Grant o Direct Costs: $3,977 o Title: Relations between the importance of social skills and interpersonal behavior

with friends: Do conflict resolution skills matter? o Role: Project Advisor

Undergraduate Independent Studies Supervision

• Supervised over 75 independent study, workstudy, and research volunteer students since Fall, 2007.

Undergraduate Honors Theses o Student: Danielle Rice (2019). Thesis: The Moderating Role of Parental Depression on the

Relationship between Child Hostility and Family Functioning o Role: Committee member

o Student: Ana Manuelian (2019). Thesis: Embryonic Heat Shock and its Effect on Adult Performance in Drosophila melanogaster.

o Role: Committee Chair o Student: Emily Kunsman (2019). Thesis: Rejection sensitivity and problem eating behaviors:

The moderating effects of emotion dysregulation. o Role: Project Advisor

o Student: Rachel Webb (2018). Thesis: Friendship quality in relationally and physically victimized children: The mediating effects of rejection sensitivity.

o Role: Project Advisor o Student: Michelle Thompson (2017). Thesis: The emotion accuracy and perception

differences in children with internalizing, externalizing, and comorbid psychiatric problems. o Role: Project Co-Advisor (with Dr. Althoff, College of Medicine)

o Student: Jamie Herold (2016). Thesis: Coping strategies in middle childhood: The role of parental modeling.

o Role: Committee member o Student: Hayley Pomerantz (2016). Thesis: Pubertal Timing and Youth Internalizing

Psychopathology: The Role of Relational Aggression. o Role: Committee member

o Student: Alexandra Sullivan (2014). Thesis: It’s Not Hot to Be Cool: Social Status Goals and their Relationship to Depressive Symptoms.

o Role: Project Advisor o In 2014, Alexandra was awarded the Forgays Outstanding Senior Award from the

UVM Psychology Department for her outstanding independent research. o Student: Katharine Bailey (2013). Thesis: Physiological and subjective responses to social

and academic stress. o Role: Project Advisor


o Student: Cassandra Godzik (2012). Thesis: Parent depressive symptoms, college student depressive symptoms, and physiological stress reactivity.

o Role: Committee Member o Student: Nicole Lafko (2012). Thesis: Functions of relational aggression and eating

disorders: The moderating role of relational victimization and gender. o Role: Project Advisor o In 2012, Nicole was awarded the Forgays Outstanding Senior Award from the UVM

Psychology Department for her outstanding independent research. o Student: Elyse Ogletree (2012). Thesis: The impact of sibling relationships on the

socialization of relationally aggressive behaviors in college students. o Role: Project Advisor

o Student: Christina C. Moore (2011). Thesis: The protective role of teacher perceptions for at risk children.

o Role: Project Advisor o In 2011, Christina was awarded the George W. Albee Award from the UVM

Psychology Department for her outstanding independent research. o Student: Annie E. Brady (2011). Thesis: Gender differences in the association between child

narcissism and forms and functions of aggressive behavior. o Role: Project Advisor o In 2011, Annie was awarded the John Dewey Award from the UVM Psychology

Department for her outstanding independent research. o Student: Erika Weisz (2011). Thesis: The influence of perceived popularity in the emergence

of anxious/depressed symptoms in relationally aggressive girls. o Role: Project Advisor o In 2011, Erika was awarded the Donald G. Forgays Outstanding Senior Award

from the UVM Psychology Department for her outstanding independent research. o Student: Jenna Lynn Foran (2011). Thesis: Using comic strip conversations to address

Obsessive-Compulsive hand washing in an adolescent with Asperger Syndrome. o Role: Committee Chair

o Student: Jessica-Lyn Wagar (2008). Thesis: Measuring maternal sensitivity. o In 2008, Jessica was awarded the John Dewey Award from the UVM Psychology

Department for her outstanding independent research. o Role: Committee Member

o Student: Jessica Zamora (2006; Macalester College). Thesis: Relational aggression and moral reasoning in young adolescent girls.

o Role: Committee Member o Student: Paula Hoffert (2005; University of Minnesota). Thesis: Behavioral predictors of

clique membership in middle childhood. o Role: Honors Project Mentor

o Student: Kristi Kotenberg (2004; University of Minnesota). Thesis: Cross-sex friendships and mental health.

o Role: Honors Project Mentor o Student: Alissa McKnight (2003; University of Minnesota). Thesis: The unique effects of

friendship quality and gender on depressive levels in middle childhood. o Role: Honors Project Mentor


Graduate Student Visiting Scholar • Student: Jelle J. Sijtsema. Visited UVM to train and work in the Social Development

Laboratory from January to March, 2010.

Graduate M.A./2nd Year Project Committees o Student: Maria Lent (2019-present). Thesis: Parenting style and relational aggression: The

moderating role of physiological reactivity o Role: Advisor

o Student: Caroline Martin (2018). Thesis: Examination of factors relating to the presence and modifiability of positive bias among children with ADHD

o Role: Committee Member o Student: Alexandra Sullivan (2018). Thesis: A pilot study of emotion recognition biases in

relationally and physically victimized children: The moderating role of gender. o Role: Advisor

o Student: Kerry O’Loughlin (2017). Thesis: An exploration of mechanisms underlying the intergenerational transmission of maltreatment.

o Role: Committee Member o Student: Leigh Ann Holterman (2015). Thesis: Peer victimization and the development of

anxiety and depressive symptoms: The roles of stress physiology and gender. o Role: Advisor

o Student: Nicole Lafko Bresland (2015). Thesis: Susceptibility to peer influence for engagement in relational aggression and prosocial behavior: The roles of popular peers, stress physiology, and gender.

o Role: Advisor o Student: J. Quyen Nichols (2015). Thesis: Exploration of the factor structure and external

validity of ADHD in adolescence through self, parent, and teacher reports of symptomatology.

o Role: Committee Member o Student: Elyse Rosenberg (2014). Thesis: Self-theory and goal orientation: Associations with

coping style and internalizing and externalizing problems. o Role: Committee Member

o Student: Caitlin Wagner (2012). Thesis: Associations between relational victimization and adjustment in females: Investigating the role of respiratory sinus arrhythmia.

o Role: Committee Member o Student: Jennifer Zangl (2011). Thesis: Rejection sensitivity as mediator between stigma and

romantic relationship satisfaction. o Role: Committee Member

o Student: Kristin Mount (2009). Thesis: Maternal and child correlates of anxiety in 2 ½ year old children.

o Role: Committee Member o Student: Laura Selkirk (2009). Thesis: Links among high stakes testing, student achievement

motivation, and performance. o Role: Committee Member

Graduate Student Preliminary Project Committees o Student: Alexandra Sullivan (2019)


o Role: Exam developer and evaluator (in collaboration with 1 other faculty) o Student: Kerry O’Loughlin (2018)

o Role: Exam developer and evaluator (in collaboration with 2 other faculty) o Students: Gini Peisch & Sarah Stanger (2016).

o Role: Exam developer and evaluator (in collaboration with 2 other faculty) o Students: Nicole Lafko & Justin Parent (2015).

o Role: Exam developer and evaluator (in collaboration with 2 other faculty) o Student: Caitlin Wagner (2014).

o Role: Exam developer and evaluator (in collaboration with 2 other faculty) o Student: Nolan Rampy (2013). Thesis: Attitudes and social cognition: An advanced survey

course. o Role: Committee Member

o Student: Laura Selkirk (2012). Thesis: Conceptualizing motivation across multiple subdisciplines of psychology.

o Role: Committee Member o Student: Erin Shoulberg (2011). Thesis: Trajectories of relational aggression from middle

childhood and adolescence. o Role: Project Advisor

o Student: Joanne Kalisz (2009). Thesis: Psychology of gender course. o Role: Project Advisor (taken over from Heather Bouchey)

Graduate Student Dissertation Committees o Student: Christina Moore (2019-present). Thesis: The impact of peer victimization across

elementary, middle, and high school on the development of adolescents’ reactive aggression: The moderating role of autonomic nervous system reactivity.

o Role: External committee Member o Field: Clinical Psychology

o Student: Amanda Falcón (2019-present). o Role: Committee Member o Field: Clinical Psychology

o Student: Kerry O’Loughlin (2019). Thesis: The role of respiratory sinus arrhythmia reactivity on the association between childhood adversity, symptoms of psychopathology, and metabolic health.

o Role: Committee Member o Field: Clinical Psychology

o Student: James J. Hodge (2019). Thesis: Can perspective taking lead to prejudice and discrimination?

o Role: Committee Member o Field: Social Psychology

o Student: Andrew Gill (2018). Thesis: Validation of the triarchic model of psychopathy in youth.


o Student: Leigh Ann Holterman (2018). Thesis: Resource control strategies: Associations with autonomic nervous system reactivity.

o Role: Project Advisor


o Field: Developmental Psychology o Student: Asia McCleary-Gaddy (2018). Thesis: A Social Identity Threat to Merit: The Effects

of Similar Experience on Empathic Concern. o Role: Committee Member o Field: Social Psychology

o Student: Hannah Woolfolk (2018). o Role: Committee Member o Field: Developmental Psychology

o Student: Tim LaVigne (2017). Thesis: The influence of television pacing on attention and executive functioning.


o Student: Quyen Nichols (2017). Thesis: Evaluating the effectiveness of an anti-texting-while-driving training program for young drivers: The role of ADHD symptomatology.


o Student: Nicole Lafko Breslend (2017). Thesis: Relational, indirect, and social aggression: Measurement development for emerging adults.

o Role: Project Advisor o Field: Developmental Psychology

o Student: Caitlin Wagner (2016). Thesis: A short-term longitudinal study of children’s autonomic stress reactivity and adjustment..

o Role: Committee Member o Field: Developmental Psychology

o Student: Amy Paysnick (2014). Thesis: Moderating effects of coping on associations between stress reactivity and internalizing and externalizing problems.


o Student: Laura Selkirk (2014). Thesis: The relations between epistemology, achievement goals, self-efficacy, self-regulated learning, and academic outcomes.

o Role: Committee Member o Field: Developmental Psychology o Chosen as one of the two national Dissertation Research Award winners from

Division 15 of the APA o Student: Emily Mazzulla (2013). Thesis: Investigating the neural correlates of relational

aggression using a social conditioning task. o Role: Committee Member o Field: Clinical Psychology

o Student: Joanne Kalisz (2012). Thesis: “Teen-ageism: Adolescents’ internalization, acceptance, and behavioral confirmation stereotypes about teens.

o Role: Committee Member o Field: Social Psychology

o Student: Erin Shoulberg (2012). Thesis: The contextual nature of perceived popularity goals: Associations with math engagement and achievement during the transition to adolescence.

o Role: Project Advisor o Field: Developmental Psychology


o Student: Jamila Thomas (2012). Thesis: Eye-gaze instruction as a mechanism for learning to recognize fear among youths with callous-unemotional traits.


o Student: Julia McQuade (2011). Thesis: Cognitive mechanisms of social competence in school-age children: An examination of working memory, social information processing, and ADHD symptoms.

o Role: Project Co-Advisor o Field: Clinical Psychology

o Student: Meghan Tomb (2011). Thesis: The relation among ADHD subtypes, cognitive deficits, and self-perceptions of competence.


o Student: Jelle J. Sijtsema (2010; University of Groningnen, the Netherlands). Thesis: Adolescent aggressive behavior: Status and stimulation goals in relation to the peer context.

o Role: External Committee Member o Field: Sociology

o Student: Jim Calhoun (2009). Thesis: Evaluation of a social-emotional skills program for the early prevention of problematic behavior in preschool children.

o Role: Committee Member o Field: Developmental Psychology

dianna “annie” murray-close, ph.d. contact information · dianna “annie” murray-close,...

Documents